Abstract

Abstract:

Although socioeconomic disparities in college enrollment have declined, gaps in college completion persist by income and geography. We investigate a text messaging campaign in West Virginia, which addressed informational barriers and behavioral obstacles to college persistence by providing college students with simplified information, encouragement, and access to individualized advising. Using descriptive and matching methods, we find participating students were more likely to remain enrolled throughout their first year of college, and completed more course credits with suggestive evidence of improved academic performance. This evidence suggests colleges play an important role communicating information about academic expectations, support resources, and norms.

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Additional Information

ISSN
1090-7009
Print ISSN
0162-5748
Pages
pp. 1125-1165
Launched on MUSE
2020-08-06
Open Access
No
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